Cultural, Socio-Economic and Political Influences on Special Education in Nigeria.

Autor/in	Obiakor, Festus E.
Titel	Cultural, Socio-Economic and Political Influences on Special Education in Nigeria.
Quelle	(1986), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cultural Differences; Cultural Influences; Developing Nations; Disabilities; Educational Needs; Elementary Secondary Education; Foreign Countries; Political Influences; Socioeconomic Influences; Special Education; Nigeria + Suchen Sie Ihr Suchwort? Kultureller Unterschied; Cultural influence; Kultureinfluss; Developing country; Developing countries; Entwicklungsland; Handicap; Behinderung; Educational need; Bildungsbedarf; Ausland; Political influence; Politischer Einfluss; Sozioökonomischer Faktor; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	The paper describes the present state of education in Nigeria with emphasis on the cultural, socio-economic, and political influences affecting special education. After a brief summary of education in Nigeria since independence (1960), the paper looks at problems identified in special education and at Section 8, that portion of the National Policy on Education (1977) that provides policy direction for special education. Problems resulting from cultural influences on special education are identified (e.g., the low level of parental literacy and the superstitions and taboos of ethnic cultures). The section on socioeconomic influences contrasts conditions in developed and developing nations, notes current economic problems (oil glut and low per capita income), and a lack of funding for special education. Political influences (including corruption, mismanagement, and electoral violence and fraud) are also cited as problems which impede the development of an orderly system of special education. Among ten recommendations offered are the following: There should be "uncontaminated" free appropriate public education. Procedural safeguards should be inculcated into Section 8 of the National Policy on Education. The federal government should give strict guidelines to state and local governments. Teacher training should be strengthened. Excessive politicalization of social, economic, and educational decisions should be minimized. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC